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Data Handling: © Ncert Not To Be Republished
Data Handling: © Ncert Not To Be Republished
Chapter 3
Data
Handling
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3.1 INTRODUCTION
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In your previous classes, you have dealt with various types of data. You have learnt to
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collect data, tabulate and put it in the form of bar graphs. The collection, recording and
presentation of data help us organise our experiences and draw inferences from them.
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In this Chapter, we will take one more step towards learning how to do this. You will
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come across some more kinds of data and graphs. You have seen several kinds of data
through newspapers, magazines, television and other sources. You also know that all
data give us some sort of information. Let us look at some common forms of data that
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58 MATHEMATICS
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This shows that a given collection of data may not give us a specific information related
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to that data. For this we need to collect data keeping in mind that specific information. In
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the above case the specific information needed by us, was about the highest maximum
temperature of the cities during the year, which we could not get from Table 3.1
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Thus, before collecting data, we need to know what we would use it for.
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– Number of children below the age of five in the families around you.
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What kind of data would you need in the above situations? Unless and until you collect
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appropriate data, you cannot know the desired information. What is the appropriate data
for each?
Discuss with your friends and identify the data you would need for each.
Some of this data is easy to collect and some difficult.
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DATA HANDLING 59
Neelam’s colleague helped her organise the data in the following way (Table 3.4).
Table 3.4
In this form, Neelam was able to know which student has got how many marks. But she
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wanted more. Deepika suggested another way to organise this data (Table 3.5).
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Table 3.5
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Roll No. Names Marks blRoll No. Names Marks
Out of 50 Out of 50
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3 Ashish 48 4 Dipti 30
6 Govind 46 8 Kavita 27
10 Neeraj 38 5 Faizaan 25
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2 Armaan 35 1 Ajay 23
9 Manisha 32 7 Jay 13
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Now Neelam was able to see who had done the best and who needed help.
Many kinds of data we come across are put in tabular form. Our school rolls, progress
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report, index in the notebooks, temperature record and many others are all in tabular
form. Can you think of a few more data that you come across in tabular form?
When we put data in a proper table it becomes easy to understand and interpret.
TRY THESE
Weigh (in kg) atleast 20 children (girls and boys) of your class. Organise the data, and
answer the following questions using this data.
(i) Who is the heaviest of all? (ii) What is the most common weight?
(iii) What is the difference between your weight and that of your best friend?
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60 MATHEMATICS
l The average temperature at this time of the year is about 40 degree celsius.
l The average age of pupils in my class is 12 years.
l The average attendance of students in a school during its final examination was
98 per cent.
Many more of such statements could be there. Think about the statements given above.
Do you think that the child in the first statement studies exactly for 5 hours daily?
Or, is the temperature of the given place during that particular time always 40 degrees?
Or, is the age of each pupil in that class 12 years? Obviously not.
Then what do these statements tell you?
By average we understand that Isha, usually, studies for 5 hours. On some days,
she may study for less number of hours and on the other days she may study longer.
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Similarly, the average temperature of 40 degree celsius, means that, very often,
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the temperature at this time of the year is around 40 degree celsius. Sometimes, it may
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be less than 40 degree celsius and at other times, it may be more than 40°C.
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Thus, we realise that average is a number that represents or shows the central tendency
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of a group of observations or data. Since average lies between the highest and the lowest
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value of the given data so, we say average is a measure of the central tendency of the group
of data. Different forms of data need different forms of representative or central value to
describe it. One of these representative values is the “Arithmetic mean”. You will learn
about the other representative values in the later part of the chapter.
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The most common representative value of a group of data is the arithmetic mean or the
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mean. To understand this in a better way, let us look at the following example:
Two vessels contain 20 litres and 60 litres of milk respectively. What is the amount that
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each vessel would have, if both share the milk equally? When we ask this question we are
seeking the arithmetic mean.
In the above case, the average or the arithmetic mean would be
Total quantity of milk 20 + 60
= litres = 40 litres.
Number of vessels 2
Thus, each vessels would have 40 litres of milk.
The average or Arithmetic Mean (A.M.) or simply mean is defined as follows:
Sum of all observations
mean =
number of observations
Consider these examples.
EXAMPLE 1 Ashish studies for 4 hours, 5 hours and 3 hours respectively on three
consecutive days. How many hours does he study daily on an average?
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DATA HANDLING 61
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Where does the arithmetic mean lie
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TRY THESE
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How would you find the average of your study hours for the whole week?
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Consider the data in the above examples and think on the following:
l Is the mean bigger than each of the observations?
l Is it smaller than each observation?
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Discuss with your friends. Frame one more example of this type and answer the
same questions.
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You will find that the mean lies inbetween the greatest and the smallest observations.
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In particular, the mean of two numbers will always lie between the two numbers.
5 + 11
For example the mean of 5 and 11 is = 8 , which lies between 5 and 11.
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Can you use this idea to show that between any two fractional numbers, you can find
1 1
as many fractional numbers as you like. For example between and you have their
2 4
1 1
+ 3 1 3 7
average 2 4 = and then between and , you have their average
2 8 2 8 16
and so on.
TRY THESE
1. Find the mean of your sleeping hours during one week.
1 1
2. Find atleast 5 numbers between and .
2 3
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62 MATHEMATICS
3.5.1 Range
The difference between the highest and the lowest observation gives us an idea of the
spread of the observations. This can be found by subtracting the lowest observation from
the highest observation. We call the result the range of the observation. Look at the
following example:
EXAMPLE 3 The ages in years of 10 teachers of a school are:
32, 41, 28, 54, 35, 26, 23, 33, 38, 40
(i) What is the age of the oldest teacher and that of the youngest teacher?
(ii) What is the range of the ages of the teachers?
(iii) What is the mean age of these teachers?
SOLUTION
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(i) Arranging the ages in ascending order, we get:
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23, 26, 28, 32, 33, 35, 38, 40, 41, 54
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We find that the age of the oldest teacher is 54 years and the age of the youngest
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teacher is 23 years.
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(ii) Range of the ages of the teachers = (54 – 23) years = 31 years
(iii) Mean age of the teachers
23 + 26 + 28 + 32 + 33 + 35 + 38 + 40 + 41 + 54
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= years
10
350
years = 35 years
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=
10
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EXERCISE 3.1
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4, 6, 7, 5, 3, 5, 4, 5, 2, 6, 2, 5, 1, 9, 6, 5, 8, 4, 6, 7
(i) Which number is the highest? (ii) Which number is the lowest?
(iii) What is the range of the data? (iv) Find the arithmetic mean.
3. Find the mean of the first five whole numbers.
4. A cricketer scores the following runs in eight innings:
58, 76, 40, 35, 46, 45, 0, 100.
Find the mean score.
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DATA HANDLING 63
5. Following table shows the points of each player scored in four games:
Player Game Game Game Game
1 2 3 4
A 14 16 10 10
B 0 8 6 4
C 8 11 Did not 13
Play
Now answer the following questions:
(i) Find the mean to determine A’s average number of points scored per game.
(ii) To find the mean number of points per game for C, would you divide the total
points by 3 or by 4? Why?
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(iii) B played in all the four games. How would you find the mean?
(iv) Who is the best performer?
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6. The marks (out of 100) obtained by a group of students in a science test are 85, 76,
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90, 85, 39, 48, 56, 95, 81 and 75. Find the:
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8. The rainfall (in mm) in a city on 7 days of a certain week was recorded as follows:
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64 MATHEMATICS
3.6 MODE
As we have said Mean is not the only measure of central tendency or the only form of
representative value. For different requirements from a data, other measures of central
tendencies are used.
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Total number of shirts sold 105
Mean of total shirts sold =
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Number of different sizes of shiirts 5
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Should he obtain 21 shirts of each size? If he does so, will he be able to cater to the
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needs of the customers?
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The shopkeeper, on looking at the record, decides to procure shirts of sizes 95 cm,
100 cm, 105 cm. He decided to postpone the procurement of the shirts of other sizes
because of their small number of buyers.
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Observe that here also, the owner is concerned about the number
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of shirts of different sizes sold. She is however looking at the shirt size
that is sold the most. This is another representative value for the data.
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DATA HANDLING 65
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3 pu T 7
4 5
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5 bl 3
6 2
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Total 40
Looking at the table, we can quickly say that 2 is the ‘mode’ since 2 has occured the
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highest number of times. Thus, most of the matches have been won with a victory margin
of 2 goals.
AND
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DO THIS
1. Record the age in years of all your classmates. Tabulate the data and find the mode.
2. Record the heights in centimetres of your classmates and find the mode.
TRY THESE
1. Find the mode of the following data:
12, 14, 12, 16, 15, 13, 14, 18, 19, 12, 14, 15, 16, 15, 16, 16, 15,
17, 13, 16, 16, 15, 15, 13, 15, 17, 15, 14, 15, 13, 15, 14
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66 MATHEMATICS
Whereas mean gives us the average of all observations of the data, the mode gives that
observation which occurs most frequently in the data.
Let us consider the following examples:
(a) You have to decide upon the number of chapattis needed for 25 people called for a
feast.
(b) A shopkeeper selling shirts has decided to replenish her stock.
(c) We need to find the height of the door needed in our house.
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(d) When going on a picnic, if only one fruit can be bought for everyone, which is the
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fruit that we would get.
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In which of these situations can we use the mode as a good estimate?
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Consider the first statement. Suppose the number of chapattis needed by each person
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is 2, 3, 2, 3, 2, 1, 2, 3, 2, 2, 4, 2, 2, 3, 2, 4, 4, 2, 3, 2, 4, 2, 4, 3, 5
The mode of the data is 2 chapattis. If we use mode as the representative value for this
data, then we need 50 chapattis only, 2 for each of the 25 persons. However the total
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of each of 5 children is around 135 cm. The mode for the heights is
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135 cm. Should we get a door that is 144 cm high? Would all the
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adults be able to go through that door? It is clear that mode is not the
appropriate representative value for this data. Would mean be an
appropriate representative value here?
Why not? Which representative value of height should be used to
decide the doorheight?
Similarly analyse the rest of the statements and find the representative
value useful for that issue.
TRY THESE
Discuss with your friends and give
(a) Two situations where mean would be an appropriate representative value to
use, and
(b) Two situations where mode would be an appropriate representative value to use.
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DATA HANDLING 67
3.7 MEDIAN
We have seen that in some situations, arithmetic mean is an appropriate measure of central
tendency whereas in some other situations, mode is the appropriate measure of central
tendency.
Let us now look at another example. Consider a group of 17 students with the following
heights (in cm): 106, 110, 123, 125, 117, 120, 112, 115, 110, 120, 115, 102, 115, 115,
109, 115, 101.
The games teacher wants to divide the class into two groups so that each group has
equal number of students, one group has students with height lesser than a particular height
and the other group has students with heights greater than the particular height. How
would she do that?
Let us see the various options she has:
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(i) She can find the mean. The mean is
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106 + 110 + 123 + 125 + 117 + 120 + 112 + 115 + 110 + 120 + 115 + 102 + 115 + 115 + 109 + 115 + 101
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17
1930 bl
= = 113.5
17
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So, if the teacher divides the students into two groups on the basis of this mean height,
such that one group has students of height less than the mean height and the other group
has students with height more than the mean height, then the groups would be of unequal
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There are 7 children below the mode and 10 children at the mode and above the
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68 MATHEMATICS
Note that in general, we may not get the same value for median and mode.
Thus we realise that mean, mode and median are the numbers that are the representative
values of a group of observations or data. They lie between the minimum and maximum
values of the data. They are also called the measures of the central tendency.
EXAMPLE 7 Find the median of the data: 24, 36, 46, 17, 18, 25, 35
SOLUTION We arrange the data in ascending order, we get 17, 18, 24, 25, 35, 36, 46
Median is the middle observation. Therefore 25 is the median.
EXERCISE 3.2
1. The scores in mathematics test (out of 25) of 15 students is as follows:
19, 25, 23, 20, 9, 20, 15, 10, 5, 16, 25, 20, 24, 12, 20
Find the mode and median of this data. Are they same?
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2. The runs scored in a cricket match by 11 players is as follows:
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6, 15, 120, 50, 100, 80, 10, 15, 8, 10, 15
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Find the mean, mode and median of this data. Are the three same?
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3. The weights (in kg.) of 15 students of a class are:
38, 42, 35, 37, 45, 50, 32, 43, 43, 40, 36, 38, 43, 38, 47
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DATA HANDLING 69
EXAMPLE 8 Two hundred students of 6th and 7th classes were asked to name their
favourite colour so as to decide upon what should be the colour of their
school building. The results are shown in the following table. Represent
the given data on a bar graph.
Favourite Colour Red Green Blue Yellow Orange
Number of Students 43 19 55 49 34
Answer the following questions with the help of the bar graph:
(i) Which is the most preferred colour and which is the least preferred?
(ii) How many colours are there in all? What are they?
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follows:
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Start the scale at 0. The greatest value in the
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data is 55, so end the scale at a value greater
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than 55, such as 60. Use equal divisions alongbl
the axes, such as increments of 10. You know
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(i) Blue is the most preferred colour (Because the bar representing Blue is the tallest).
(ii) Green is the least preferred colour. (Because the bar representing Green is the
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shortest).
(iii) There are five colours. They are Red, Green, Blue, Yellow and Orange. (These are
observed on the horizontal line)
EXAMPLE 9 Following data gives total marks (out of 600) obtained by six children of
a particular class. Represent the data on a bar graph.
SOLUTION
(i) To choose an appropriate scale we make equal divisions taking increments of 100.
Thus 1 unit will represent 100 marks. (What would be the difficulty if we choose one
unit to represent 10 marks?)
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Drawing double bar graph
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Consider the following two collections of data giving the average daily hours of sunshine in
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two cities Aberdeen and Margate for all the twelve months of the year. These cities are
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near the south pole and hence have only a few hours of sunshine each day.
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In Margate
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Jan. Feb. Mar. April May June July Aug. Sept. Oct. Nov. Dec.
Average
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hours of 2 1 4 4 3 8 1 7 1 6 4 2
3 7 7 6
4 4 2 4
Sunshine
In Aberdeen
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Average
1 1 1 1 1 1 3
hours of 1 3 3 6 5 6 5 5 4 4 3 1
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2 2 2 2 2 2 4
Sunshine
By drawing individual bar graphs you could answer questions like
(i) In which month does each city has maximum sunlight? or
(ii) In which months does each city has minimum sunlight?
However, to answer questions like “In a particular month, which city has more sunshine
hours”, we need to compare the average hours of sunshine of both the cities. To do this we
will learn to draw what is called a double bar graph giving the information of both cities
side-by-side.
This bar graph (Fig 3.1) shows the average sunshine of both the cities.
For each month we have two bars, the heights of which give the average hours of
sunshine in each city. From this we can infer that except for the month of April, there is
always more sunshine in Margate than in Aberdeen. You could put together a similiar bar
graph for your area or for your city.
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DATA HANDLING 71
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bl Fig 3.1
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the scores of the 5 weakest children in the quarterly test (out of 25) and
in the half yearly test (out of 25):
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Quarterly 10 15 12 20 9
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Half yearly 15 18 16 21 15
SOLUTION She draws the adjoining double bar graph and finds a marked
improvement in most of the students, the teacher decides
that she should continue to use the new technique of teaching.
Can you think of a few more situations where you could use double
bar graphs?
TRY THESE
1. The bar graph (Fig 3.2) shows the result of a survey to test water resistant watches
made by different companies.
Each of these companies claimed that their watches were water resistant. After a
test the above results were revealed.
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72 MATHEMATICS
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language books least?.
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Fig 3.2 (b) Can you say that the demand for English books rose
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faster? Justify.
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EXERCISE 3.3
1. Use the bar graph (Fig 3.3) to answer the following questions.
(a) Which is the most popular pet? (b) How many students have dog as a pet?
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2. Read the bar graph (Fig 3.4) which shows the number of books sold by a bookstore
during five consecutive years and answer the following questions:
(i) About how many books were sold in 1989? 1990? 1992?
(ii) In which year were about 475 books sold? About 225 books sold?
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DATA HANDLING 73
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graph choosing appropriate scale and answer the following:
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Subject English
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Hindi Maths Science S. Science
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1st Term (M.M. 100) 67 bl 72 88 81 73
2nd Term (M.M. 100) 70 65 95 85 75
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(i) In which subject, has the child improved his performance the most?
(ii) In which subject is the improvement the least?
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74 MATHEMATICS
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happen i.e., the next test series or lose it. Both are possible.
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situations that
have some 3.9.1 Chance pu T
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If you toss a coin, can you always correctly predict what you will get? Try tossing
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chance of
happening. a coin and predicting the outcome each time. Write your observations in the
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following table:
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Do this 10 times. Look at the observed outcomes. Can you see a pattern in them?
What do you get after each head? Is it that you get head all the time? Repeat the observation
for another 10 tosses and write the observations in the table.
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You will find that the observations show no clear pattern. In the table below we give
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you observations generated in 25 tosses by Sushila and Salma. Here H represents Head
and T represents Tail.
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Numbers 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Outcome H T T H T T T H T T H H H H H
Numbers 16 17 18 19 20 21 22 23 24 25
Outcome T T H T T T T T T T
What does this data tell you? Can you find a predictable pattern for head and tail?
Clearly there is no fixed pattern of occurrence of head and tail. When you throw the coin
each time the outcome of every throw can be either head or tail. It is a matter of chance
that in one particular throw you get either of these.
In the above data, count the number of heads and the number of tails. Throw the coin
some more times and keep recording what you obtain. Find out the total number of times
you get a head and the total number of times you get a tail.
You also might have played with a die. The die has six faces. When you throw a die,
can you predict the number that will be obtained? While playing ludo or snake and ladders
you may have often wished that in a throw you get a particular outcome.
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DATA HANDLING 75
Does the die always fall according to your wishes? Take a die and throw it 150
times and fill the data in the following table:
Number on Die Tally Marks Number of Times it Occured
1
2
Make a tally mark each time you get the outcome, against the appropriate number.
For example in the first throw you get 5. Put a tally in front of 5. The next throw gives
you 1. Make a tally for 1. Keep on putting tally marks for the appropriate number.
Repeat this exercise for 150 throws and find out the number of each outcome for 150
throws.
Make bar graph using the above data showing the number of times 1, 2, 3, 4, 5, 6
have occured in the data.
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TRY THESE pu T
(Do in a group)
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1. Toss a coin 100 times and record the data. Find the number of times heads and tails
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occur in it.
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2. Aftaab threw a die 250 times and got the following table. Draw a bar graph for this data.
Number on the Die Tally Marks
1
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76 MATHEMATICS
have done, it may perhaps be obvious that events that have many possibilities can
TRY THESE have probability between 0 and 1. Those which have no chance of happening have
Construct or probability 0 and those that are bound to happen have probability 1.
think of five Given any situation we need to understand the different possible outcomes
situations where and study the possible chances for each outcome. It may be possible that the
outcomes do not outcomes may not have equal chance of occuring unlike the cases of the coin and
have equal die. For example, if a container has 15 red balls and 9 white balls and if a ball is
chances. pulled out without seeing, the chances of getting a red ball are much more. Can
you see why? How many times are the chances of getting a red ball than getting
a white ball, probabilities for both being between 0 and 1.
EXERCISE 3.4
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1. Tell whether the following is certain to happen, impossible, can happen but not certain.
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(i) You are older today than yesterday. (ii) A tossed coin will land heads up.
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(iii) A die when tossed shall land up with 8 on top.
(iv) The next traffic light seen will be green. (v) Tomorrow will be a cloudy day.
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2. There are 6 marbles in a box with numbers from 1 to 6 marked on each of them.
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(i) What is the probability of drawing a marble with number 2?
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3. The data that is collected needs to be organised in a proper table, so that it becomes
easy to understand and interpret.
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